Date Approved
8-19-2025
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Dr. Elizabeth Stolle
Academic Year
2024/2025
Abstract
With the push for legislation on the Dyslexia law in Michigan and elsewhere, teachers need to understand what dyslexia and dysgraphia are to support all students. An extra understanding is necessary in bilingual education and reading challenges because they use two language systems in and out of the classroom. Reading and writing are already areas that impact the working memory of the learner; adding dysgraphia to that proves to be more of a challenge. Dysgraphia can coexist with dyslexia, and individuals with dysgraphia often experience difficulties with spelling and writing speed. This project introduces dysgraphia as one of the reading challenges seen in the bilingual classroom and offers tools to support teachers as they begin to plan and implement lessons. The goal of this research is to provide teachers with the information they need to identify dysgraphia early and begin implementing supports where required. The tools presented in the following project are structured literacy, multisensory teaching, the Dictado, sentence writing routines, and the single paragraph routine. Each tool, as described, allows teachers to implement it. The author explores this area as there is a need to use the tools that current research deems most effective in English classrooms and to determine whether these tools are equally effective in bilingual classrooms.
ScholarWorks Citation
Gonzalez-Urbina, Angela, "Teaching Bilingual Learners with Dysgraphia" (2025). Culminating Experience Projects. 653.
https://scholarworks.gvsu.edu/gradprojects/653
